ABSTRACT
This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book aims to draw out a new perspective on Michael Young’s substantial contribution. It explores how the cultural features of working-class homes and communities militated against children from such backgrounds succeeding in school. The book examines the British Sociological Association and the Sociology School Curriculum in England. It argues that the ability to enact one’s citizenship requires an ability to distance oneself from what one is considering so as objectify it and make predictions. The book demonstrates the devastating effect of analysis of vocational education on the public provider of vocational education, technical and further education institutes in Australia. It suggests that Young’s exploration of curriculum could be seen as a little too ‘pure’ – eschewing issues of performativity, accountability, assessment and the degree of teacher autonomy.
